Download Study Guide #1

Study Guide #1
name ____________________
Final Exam and AP Psychology Exam Review
Breakdown of Question Categories:
2-4%
6-8%
8-10%
7-9%
2-4%
7-9%
8-10%
7-9%
7-9%
6-8%
5-7%
7-9%
5-7%
7-9%
history – (prologue)
methods and approaches – (chapter 1)
biological bases of behavior – (chapter 2 and many others)
sensation and perception – (chapter 6)
states of consciousness – (chapter 3)
learning – (chapter 7)
cognition – (chapter 8, 9,10)
motivation and emotion – (chapter 11,12)
developmental psychology – (chapter 5)
personality – (chapter 13)
testing and individual differences – (chapter 1 and others)
abnormal psychology – (chapter 14)
treatment of psychological disorders – (chapter 15)
social psychology – (chapter 16)
The best strategies are to read chapter reviews (at the end of each chapter) and study your notes! The
studyguides that Mr. Stennes is giving you are helpful, but only a small part of your studying – they will not
cover all chapters or all ideas.
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2-4% history – (prologue)
Wilhelm Wundt:
Titchener’s Structuralism:
William James’ Functionalism:
Choose 2 of the 7 schools/perspectives of psychology you don’t remember (Neuroscience, Evolutionary, Behavior genetics,
psychodynamic, Behavioral, Cognitive, Social-Cultural)
________________:
________________:
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7-9% Sensation and Perception (chapter 6)
Absolute thresholds:
Signal detection theory:
Difference threshold (jnd):
Weber’s law:
Transduction:
Choose two eye parts you don’t remember (pupil, iris, lens, retina, rods, cones, optic nerve, blind spot, fovea)
________________:
________________:
Young-Helmholtz trichromatic (three-color) theory:
Opponent-process theory:
Choose two ear parts you don’t remember (cochlea, hammer, anvil, eardrum, stirrup, semicircular canals)
________________:
________________:
Vestibular sense:
Gate-control theory:
Endorphins:
Choose two Gestalt grouping principles you don’t remember (proximity, similarity, continuity, connectedness, closure)
________________:
________________:
Binocular cues:
Monocular cues:
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7-9% Developmental psychology (chapter 5)
Schemas:
Assimilate:
Accommodate:
Object permanence:
Conservation:
Egocentric:
Imprinting:
Piaget
Erikson
Cognitive Development Stages
Sensorimotor (0-2) : these are little babies who think in terms of things they can touch and feel. It is during
this stage that object permanence—the understanding that things that leave the visual field still
exist (9 months)—develops along with stranger anxiety.
Preoperational (2-6) : kids can’t think logically about abstractions, so fantasy is reality, imaginary friend
and beliefs like Santa and the Easter bunny are real.
Concrete Operational (6-12) : kids do think logically about concrete things, so how could Santa go to all
those houses in one night. They also learn that relationships go two ways and reversibility (“I have a
sister and so does my sister(me)”). They learn conservation—liquid in a tall container is not
necessarily more than liquid in a short, wide container).
Formal Operational (after 12): learn to think and reason abstractly about things like justice and to
forecast the future based on the past. Mature moral reasoning also develops.
Criticisms: Piaget’s tools for assessing weren’t good enough and kids could do some things earlier, but just
couldn’t demonstrate them. Also, some say that these stages are not that cut and dry and sometimes children
can do some things in some areas but not in others.
Psychosocial Development Stages
Trust vs. Mistrust – infants; if needs are dependably met, infants develop a sense of basic trust
Autonomy vs. Shame – toilet training; toddlers learn to exercise will and do things for themselves, or they
doubt their abilities
Initiative vs. Guilt – preschoolers learn to initiate tasks and carry out plans, or they feel guilty about efforts
to be independent
Industry vs. Inferiority – children learn the pleasure of applying themselves to tasks, or they feel inferior
Identity vs. Confusion – teenagers work at refining a sense of self by testing roles and then integrating them
to form a single identity, or they become confused about who they are
Intimacy vs. Isolation – young adults struggle to form close relationships and to gain the capacity for
intimate love, or they feel socially isolated
Generativity vs. Stagnation – the middle-aged discover a sense of contributing to the world, usually
through a family and work, or they may feel a lack of purpose
Integrity vs. Despair – when reflecting on his or her life, the older adult may feel a sense of satisfaction or
failure
Baumrind
Parenting Styles
Authoritarian: – parents impose rules and expect obedience
Permissive: – parents submit to their children’s desires with few demands and little punishment
Authoritative: – parents are demanding and responsive. They set rules and enforce them, but explain the
reason for the rules and, with older children, encourage open discussion.
Kohlberg
Moral Development Stages
Preconventional : right and wrong is determined by whether or not you will be punished
Conventional : you decide appropriate behavior based on what society says; “rules are rules”
Post-conventional : requires formal operational thinking; morality is based on universal principles applied
to individual circumstances
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7-9% Learning (chapter 7)
Ivan Pavlov: father of classical conditioning-- an unconditional stimulus naturally elicits a reflexive behavior called an
unconditional response, but with repeated pairings with a neutral stimulus, the neutral stimulus will elicit the response
UR:
US:
CR:
CS:
Extinction:
Generalization:
B.F. Skinner: operant conditioning-- techniques to manipulate the consequences of an organism’s behavior in order to observe the
effects of subsequent behavior; Skinner box; believed psychology was not scientific enough; wanted it to be believed
everyone is born tableau rosa (blank slate); NOT concerned with unconscious or cause, only behavior
Operant conditioning:
Positive reinforcement:
Negative reinforcement:
Shaping:
Fixed-ratio schedule:
Variable-ration schedule:
Fixed-interval schedule:
Variable-interval schedule:
Cognitive map:
Extrinsic motivation:
Intrinsic motivation:
John Watson: founder of behaviorism; generalization; applied classical conditioning skills to advertising; most famous for Little
Albert experiment, where he first trained Albert to be afraid of rats and then to generalize his fear to all small, white
animals
Albert Bandura: observational learning- allows you to profit immediately from the mistakes and successes of others; his experiment
had adult models punching BoBo dolls and then observed children whom watched begin to exhibit many of the same
behaviors; social learning theory
E.L. Thorndike: law of effect-the principle that behavior followed by favorable consequences becomes more likely and vice versa
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7-9% Motivation and Emotion (Chapter 11 and 12)
Instinct theory:
Drive-reduction theory:
Maslow’s hierarchy of needs :
Csikszentmihaly’s flow theory:
Daniel Pink’s intrinsic motivation theory:
Homeostasis / set point:
Glucose:
Basal metabolic rate:
James Lange theory of emotions:
Cannon-Bard theory:
Schacter-Singer two-factor:
General adaptation syndrome (GAS)
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8-10% cognition (Chapter 8, 9, and 10)
Sensory memory/working memory:
Short-term memory:
Long-term memory:
Spacing effect:
Serial position effect:
Mnemonics:
Chunking:
Long-term potentiation:
Implicit memory in hippocampus:
Explicit memory in cerebellum:
Proactive interference:
Retroactive interference:
Prototype:
Algorithm:
Availability heuristic:
Representative heuristic:
Functional fixedness:
Phoneme:
Morpheme:
Charles Spearman: found that specific mental talents were highly correlated; concluded that all cognitive abilities showed a
common core which he labeled “g” for general ability
Emotional intelligence:
Statistical validity:
Statistical reliability:
Noam Chomsky: believed there are an infinite number of sentences in a language and that humans have an inborn native ability to
develop language; words and concepts are learned but the brain is hardwired for grammar and language
Robert Sternberg: triarchic theory of intelligence- [1] academic problem-solving intelligence [2] practical intelligence [3]
creative intelligence (from expertise, imaginative thinking, a venturesome personality, intrinsic motivation, environment)
Howard Gardner: theory of multiple intelligences
Alfred Binet: general I.Q. tests